Implementation effect and thought of the basic essential surgical training course of laparoscopic skills
10.3760/cma.j.cn116021-20211012-01422
- VernacularTitle:腹腔镜基础技能模拟培训BEST课程的实施效果与思考
- Author:
Chao WU
1
;
Xueliang ZHOU
;
Yanfei SHAO
;
Xizhou HONG
;
Luyang ZHANG
;
Pei XUE
;
Jiayu WANG
;
Jing SUN
;
Junjun MA
;
Ruijun PAN
;
Minhua ZHENG
Author Information
1. 上海交通大学医学院附属瑞金医院普外科/上海市微创外科临床医学中心，上海 200025
- Keywords:
Laparoscopy;
Simulated teaching;
BEST course;
Skill training
- From:
Chinese Journal of Medical Education Research
2023;22(9):1373-1377
- CountryChina
- Language:Chinese
-
Abstract:
Objective:To analyze and summarize the implementation effect of basic essential surgical training (BEST) course of laparoscopic skills over the past 10 years and the practical experience in updating course content and models.Methods:The pre-class assessment questionnaires, basic laparoscopic operation assessment results, and post-class assessment questionnaires of the students who participated in the BEST course of laparoscopic skills were collected. According to the period of the course construction, the students were divided into two groups, namely students who used the course of single training system in the early stage (traditional group) and students who used the course integrating a variety of training systems after the course model was updated in the later stage (test group). The two groups were compared for the scores of track circle moving, tunnel crossing, and high and low columns, as well as their subjective evaluation of course setting and implementation effect. The t-test, Wilcoxon test, or chi-square test was conducted according to the data type using SPSS 13.0. Results:The time for 150 traditional group students to complete track circle moving, tunnel crossing, and high and low columns was 1.08 min (0.81 min, 1.60 min), 2.20 min (1.60 min, 3.27 min), and 4.86 min (3.28 min, 6.36 min), respectively, while the time for 75 test group students to complete the three operations was 1.27 min (0.87 min, 1.83 min), 2.57 min (1.58 min, 4.07 min), and 4.35 min (2.90 min, 6.42 min), respectively, with no significant difference between the two groups ( P>0.05). In terms of students' subjective evaluation of the course, a higher percentage of the test group students were satisfied with classroom environment, teaching method arrangement, training equipment, training opportunities, helping clinical work, and meeting pre-class expectations than those in the traditional group. Conclusion:The constantly updated BEST course can ensure the training quality of trainees and obtain their higher satisfaction. The benefits of this course in clinical practice can be further verified through long-term follow-up of these trainees.
